Running Head: ANALYSIS D - CLT CHART 1

CLT Statements Activity type, Specific examples of

· Second language learning is
facilitated when learners are engaged in
interaction and meaningful
communication.
· Effective classroom learning
tasks and exercises provide
opportunities for students to negotiate
meaning, expand their language
resources, notice how language is used,
and take part in meaningful
interpersonal exchange.
· Meaningful communication
results from students’ processing
content that is relevant, purposeful,
interesting, and engaging.
· Communication is a holistic
process that often calls upon the use of
several language skills or modalities.
management technique, how I worked to
or planning incorporate these into
my lessons
House design (partner I gave students the
work) option of designing their
own house or describing
their house to their
partner during the
whiteboard activity so
that they would be
communicating
something meaningful to
them.
Battleship (partner Students had to negotiate
work) meaning by listening
during the Battleship
Game in order to play
the game and find out
whether their ship had
been hit or not.
Battleship and house Students could choose to
design (partner work) talk about what was
relevant to them to
discuss about housing.
Battleship is a game that
they really enjoy
playing.
Reading, writing, Students used their
listening, and speaking speaking skills to say the
were all used during this sentences required in the
lesson Battleship Game.
Students used their
listening skills to
interpret what was being
said by their partner in
the Battleship Game.
Students used their
writing skills to create a
description of their
house. Students used
their reading skills to
ANALYSIS D – CLT 2

decode the description

and create the floorplan.

· Language learning is facilitated

both by activities that involve inductive
or discovery learning of underlying
rules of language use and organization,
as well as by those involving language
analysis and reflection.
ANALYSIS D – CLT 3

· Language learning is a gradual Kahoot, Battleship Most students started out

process that involves creative use of making errors in the
language, and trial and error. Although Kahoot and then they got
errors are a normal product of learning, better at putting the
the ultimate goal of learning is to be sentences in order. Some
able to use the new language both students struggled in the
accurately and fluently. beginning of both the
Battleship and house
designing activity, but as
they wrote more
sentences, they
improved their speaking
and writing abilities.
Some students struggled
with the sentences
during Battleship and I
overheard them saying
the object and the room
in Spanish without using
them in complete
sentences. I helped them
to create the full
sentences, but their
partner still understood
them and they were able
to still communicate at
their ability level in the
target language.
· Learners develop their own
routes to language learning, progress at
different rates, and have different needs
and motivations for language learning.
· Successful language learning
involves the use of effective learning
and communication strategies.
ANALYSIS D – CLT 4

· The role of the teacher in the
language classroom is that of a
facilitator, who creates a classroom
climate conducive to language learning
and provides opportunities for students
to use and practice the language and to
reflect on language use and language
learning.
· The classroom is a community
where learners learn through
collaborations and sharing.
· Communicating for meaning is
paramount.
· Activities center around
communicative functions.
· Contextualization is a basic
premise.
Creating a safe and During the games that
respectful environment they played, after my
where students feel initial instruction on how
comfortable making to play, I spent most of
mistakes. Self- the time going around,
reflection. giving feedback, and
helping them when they
needed it. During the
formative assessment the
next class period,
students will have the
opportunity to self-
reflect on their learning
and what they still need
to do to be prepared for
the assessment.
Battleship and house Students would not have
design (partner work) been able to accomplish
either of the activities
that they did today
without communicating
meaning.
Battleship and house Students used their
design (partner work) speaking skills to say the
sentences required in the
Battleship Game.
Students used their
listening skills to
interpret what was being
said by their partner in
the Battleship Game.
Students used their
writing skills to create a
description of their
house. Students used
their reading skills to
decode the description
and create the floorplan.
ANALYSIS D – CLT 5

· Language learning is learning to Battleship and House

communicate.
· Effective communication is
sought.
· Focus on form is contextualized
and has a purpose for communication.
· Comprehensible pronunciation is
sought.
· Technology aids in furthering
goals of communication.
· Attempts to communicate are
encouraged.
Design
Battleship and House In order for their partner
Design to do their portion of the
activity, they have to
understand what their
partner told them.
Battleship and House The context is playing a
Design game or sharing what
their house looks like.
Battleship Students had to be able
to pronouce their
sentences correctly
enough for their partner
to be able to understand
them.
Kahoot Students played a
Kahoot that helped
prepare them for the
sentences they were
going to have to create
in class. Students were
reminded of the common
errors that I have been
seeing. In a way, the
Kahoot was a mini-
lesson even though it
appeared to be just a
game to them.
Created engaging I made sure the activities
activities were fun and would
promote communication.
I also often hand out
Praise Tickets to
students who volunteer
to encourage
participation. I give the
tickets whether the
answer is right or wrong.
ANALYSIS D – CLT 6

· Judicious use of native language Battleship Students were using

is employed. English to help each
other understand the
game and words that
they couldn't figure out
using the vocabulary list.
· Translation is used when students Kahoot Students were translating
need or benefit from it. sentences by
unscrambling them.
· Reading and writing are done House Design Students were writing to
with a communicative purpose in mind. communicate what their
house looked like and
reading in order to draw
the floorplan. They were
communicating in real
time with one another.
· Linguistic variation is a central
concept in materials and methods.
· Sequencing is determined by These activities are done
consideration of communicative goals. towards the end of the
unit when students have
a strong grasp of the
language and are
working to strengthen
their skills.
· There is a focus on student House Design Student could describe
personalization. their own house or
design one of their
liking.
· Errors are considered part of the Creating a safe and Students are always
learning process. respectful environment encouraged to make
where students feel mistakes as they are a
comfortable making part of learning.
mistakes.
· Learners are helped in ways that
motivate them to work with the
language.
· Fluency and acceptable language
is the primary goal of instruction.
· Accuracy is judged not in the
abstract but in context.
ANALYSIS D – CLT 7

· Students are expected to interact Battleship and house Aside from the Kahoot
with other people through pair and design (partner work) at the beginning,
group work. students worked in pairs
the whole class period.

CLT strategies taken from Richards, J.C. (2006). Communicative language teaching today. New
York: Cambridge University Press